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Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
Strategic Planning - Future School Libraries
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Strategic Planning - Future School Libraries

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This powerpoint was presented at an initial meeting to the library strategic planning committee for Wellesley Public Schools.

This powerpoint was presented at an initial meeting to the library strategic planning committee for Wellesley Public Schools.

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  • Present a view of the library program at Wellesley and ideas of what direction it is moving in - even though we may not be there yet. At end we will ask you to identify three key concepts - opportunities - challenges facing the program today.
  • Learning communities include teachers, administrators, and students who are exploring, talking, taking risks, feel doubt. Work is improved through action research - which we will talk about later.
  • Yet – research tells us that by 3 rd grade students have figured out how to succeed by giving back what is expected - so the challenge is to instill creative and analytical thought - which are needed skills in a 21st century environment.
  • Everything is built on a foundation - there is no way to diminish the need for basic skills - and then some.
  • Although students are digital natives, when they start an inquiry based project (not just collecting information) that makes them make connections, synthesize from a variety of resources, the type of info needed - how to target exactly what they need - helping student get depth rather than surface … and use higher order thinking skills etc. is an important role for the librarian.
  • Not only are students needing to do little projects that sometimes (but not always) build into big projects - helping students make connections across disciplines and being actively searching etc. is a challenge they all face routinely.
  • As students investigate these are the pathways we encourage them to use in their inquiry.
  • These illustrate some of the formative assessment tools and instructional themes that we use to help students grow - examples of tools that cross disciplines and provide the scaffolding as they become more sophisticated information users and seekers.
  • Sarah’s examples of MS activities …
  • High School examples of core opportunities - that Deeth can speak to - maintaining flexibility so skills learned in one experience are transferred to other disciiplines…
  • Recent data on the use of some of our HS databases - and the growth of classes taught by the librarian. Not represented are the classes that we are sending the HS assistants into to with the teacher - to help students explore and assimilate as they research.
  • These are the traditional perceptions of many library programs - as a support system for potential involvement, but not a full partner in the learning process of students.
  • These are some of the current expectations, particularly for the early years programs - and show the involvement of the librarian as a consultant to teachers and specialists, to managers of a facility and program for the entire faculty - including technology, and as instructional specialist with a comprehensive skills sequence (including internet safety and literature appreciation) to be covered. The importance lies in collaboration with classroom instruction, and timing the instruction to best suit the needs of the classroom and child’s learning capability. The librarian plays a huge role in developing a love of reading in reading guidance, knowing when to help a student stretch - finding relevant and interesting print and (nonprint) resources so student are able to routinely practice the skills learned in the classroom.
  • Recent development in which we are attempting to be sure that what we spend hours teaching is actually being learned. It not only informs our teaching strategies - and helps us inform teachers (when we are working collaboratively) to the students’ benefit. When the final product finally arrives it meets the expectations set forth by the teacher in the assignment.
  • Library teachers are routinely asking for feedback in a variety of ways - where does it make the most sense in collecting data - and what data would be most helpful to collect - e.g. the data we have from the 8th grade assessment helps inform the 9th grade students when they arrive here. Over the summer we developed proficiency assessments for grade 5/6 and 8/9 and some for gr. 12 in a C&I project where we developed over 150 questions that can be used as a “question bank” either for summative or formative assessment of specific skills.
  • This is a snake pit at the moment - changes daily - issues of copyright, ownership, access, multiple access, publisher roles, how and what they allow - all developing. Laws haven’t caught up - and we are trying to keep on top - but this will impact our collections, and access to external information resources… and if you haven’t had time to view the Eli Pariser TED.com program -once you do - you will understand how complex this can get.
  • Where we used to provide fairly static limited resource lists, we are no working toward interactive resource lists/guides, curating, providing visual background for student embarking on a research project. And as student grow the aim is to provide opportunities for them to seek out additional information and explore the world of ambiguity, misinformation,, disiformation and make some informed decisions on the value of what they are seeing. The libguide offers a formative assessment opportunity (to get feedback on what we are providing as resources)
  • Some of the reading research is interesting as they are finding that reading in print (done word y word) is not the same reading that is done on computer screens - where scanning is more the mode.
  • New tools for both access and feedback are coming - teachers are beginning to use them and again, it provides some immediate feedback on learning and understanding. Expanding opportunities for students to use their own devices - by installing apps on iphones or school ipads, etc.
  • Modifications to the physical spaces are pretty obvious - everyone has made room for a smartboard - having a variety of optional spaces because different simultaneous needs happen all the times.
  • Old paradigm based on public library reative premise; no longer true
  • Old paradigm based on public library reative premise; no longer true
  • Working together – establishing connections that promote active engaged learning. Group activities; media presentations and development (podcasts, blogs, wikis) - a community resource
  • Some recent activities - author visits, psychology surveys, students video-ing for a class, reading, appreciation breakfast, student advisory
  • Other activities - expanding outward to the community … via Book Fairs, MCBA breakfasts, Night at the Museum, writing contests, poetry slams, open mike, connections with local colleges, music (Rice Street Singers), performances, club meetings, Read Across America, Netflix for teachers etc.
  • Note : Sprague was in construction - and had a $30,000 purchasing budget through construction funds. Note also that the schools did get PTO funds ($3000 norm elem) … but the next slide shows how the collections are aging.
  • State guidelines look for collections that are 90% less than 10 years of age (copyright) and reflect current curricular requirements - e.g. focus on the instructional program being taught in the classrooms.
  • Flexible Scheduling - We have it at the high school and middle school where the librarians work to be sure that no students fall into a hole - and are able to take advantage of the instruction in research skills. The expansion of expectations, and the addition of the Internet Safety curriculum adds to the list of information literacy skills developed in 2010 (on the WPS website). It is important that we not lose the literature appreciation component and the guidance librarians provide in selecting reading for home use… making life-long readers at the elementary level … Current scheduling allows us a max of 40 lessons per year in the elementary program, but in reality, 30 - 35 is more accurate. At least one school 4th grades missed a whole month of library classes Oct/Nov because of holidays, field trips, etc. No make up opportunities can fit in the tight schedules. Class research projects are stretched out over long periods of time because access to the library and research instruction is weekly. We have 75 minutes a week for management of the facility and collection.
  • Having a common vocabulary and process that reduces the stresses and tensions for students is important - knowing that once they master the process, it can be applied across the board to any discipline - Several models exist - all based on the original Scientific Model we all learned years ago in our science studies …
  • Transcript

    • 1. Wellesley Public School Libraries:The Evolving School Library Strategic Planning Meeting January 2012
    • 2. The School Library Shift“Learning Communities” at John T’s Toolbox
    • 3. THE EVOLVING LIBRARY Our Learners •Digital natives •Willing to experiment and explore •Think “outside the box”From “Teaching Digital Natives” at SelalualwayssWeblog
    • 4. Information: Need Basic Literacies – Read for understanding – Efficient search and evaluation of information – Assimilation – Creating Context: Background knowledge “Dawn of the Digital Natives” Theguardian. www.guardian.co.uk/technology/2008/feb/07/internet.literacy
    • 5. Achieving Learner Resilience: Maylack integration and evaluation skills
    • 6. Student Learning: Inquiry in the LibraryActive Roles and Making Connections
    • 7. Discovering + Reading + Making Connections = Synthesis and Creation Inquiry in the Library “Student Thinking” from www.clubrunner.ca
    • 8. STUDENT SUCCESS: INFORMATIONSKILLS
    • 9. WMS LIBRARYAs of the end of January 2012 Creating and supporting fictionhave taught 182 classes in the collection with books studentslibrary and individual request and desire.classrooms. Setting up NoodleToolsCollaborate with 6th grade team accounts for all students thatto create multi-disciplinary, they will use through highmulti-media presentation and schoolhosted 6th grade presentation toparents. Making students into perceptive, knowledgeable, logicalCollaboratively creating and information users.supporting research project withEnglish and Science teachers.
    • 10. WHS Library- Core OpportunitiesAction Research Opportunities English• Freshmen Skills Pilot 9th - Victorian England• Importance of Annotated Native American Bibliographies Greek Mythology• Identifying existing projects 10th - Author Thesis History 9th - Ancient ChinaScience Islam9th - Extreme Weather 10th - Annotated Bibliography iMovie-Documentary10th-12th Individual ResearchProject (Honors) 11th - Junior Thesis
    • 11. WHS Database Usage - Top 5 2010-11ABC-Clio 12,927JSTOR 15,395Gale 11,054Historical Newspapers 4,875 Classes in WHS Library 2009-2010 2010-2011 Thru 1/12 83 185 95
    • 12. THE EVOLVING LIBRARY Librarians: Perceived Roles
    • 13. Adapted from Leigh Barnes, MSLA
    • 14. THE EVOLVING LIBRARY Librarian Roles: Assessment in the Library
    • 15. THE EVOLVING LIBRARY Library Program Shift Instructional center Student as author &producer Resource access explosion To Student Centered From Teacher- “Bio Class” at cbu.edu and “Guide on the Centered Side” at http://essentialeducator.org/?p=5633
    • 16. THE EVOLVING LIBRARY Research Driven: Improve teaching and student work • Looking at student work • Formative assessment • Immediate feedback • Collect Data on student performance “Developing Strategy and Focus” at Paradigms Associates “Double Bar Graph” at Mathematics.com
    • 17. THE EVOLVING LIBRARY Resources: Access vs. Ownership
    • 18. THE EVOLVING LIBRARY Increased Access - New Format Google Books
    • 19. THE EVOLVING LIBRARY Books - Collection Development Print Electronic (eBook)“All Time Top 100 Best Novels” at english- “Download Free iPad App” at 143phonics.blogspot.com Apps.com
    • 20. THE EVOLVING LIBRARYFrom Pathfinder to Curating in LibGuides From “Great Library Pathfinders” at DistroDocs and “Junior Thesis LibGuide, Wellesley High School Library
    • 21. Textbooks Heavy Tomes Apple’s iTunes UFrom “Some Resources for Moving Beyond Textbooks” Connected Principals and Apple iTunes U app expands the education initiative on iPad and iPhone” Mobiletor.com
    • 22. THE EVOLVING LIBRARY Smart Phones in the Library“QR Code” for Akademikerverlag “Access My Library-Gale Cengage” from www.bcps.org/offices/lis/feebased/
    • 23. SHIFTING THE LIBRARY The Physical Space
    • 24. THE EVOLVING LIBRARY From inactive: "Warehouse" for books “Books That Make a Difference” at http://nextkidthing.com/?p=5249
    • 25. THE EVOLVING LIBRARY To active learning laboratory o Instructional center o Student as author & producer o Resource access explosion o Classroom instruction integration
    • 26. Library or Learning Commons“Learning Commons” at WEBDuBois Library, Umass Amherst “Learning Commons” at Charlotte & Mecklenburg County Public Library. http://yestoknow.com/tag/events/
    • 27. Events WHS in the Library Author, G. Lemmon with senior, WHS Library Student Appreciation Courtney Green Breakfast The Child Lab visits the “big” Banned Books Week -WHS Students library Celebrate the Right to Read
    • 28. WMS Library-COMMUNITY OUTREACH
    • 29. WMS Library - READER OUTREACH
    • 30. Fiscal History• 2002 • 2012• Bates $4455 • Bates $2600• Fiske 5005 • Fiske 2600• Hardy 5005 • Hardy 2545• Hunnewell 5005 • Hunnewell 2725• Schofield 5005 • Schofield 2450• Sprague 0 • Sprague 2600• Upham 5005 • Upham 2325• MS 17760 • MS 7800• HS 30920 • HS 14950• Print budget included • No print budget
    • 31. Collection Size and Currency • See Collection Detail Report (print) • See WHS Library Annual Report
    • 32. Collection Statistics
    • 33. THE EVOLVING LIBRARY Looking Forward: Who and How?Administration LibrarianTeachers Students From “Building Teamwork: 10 Quick and Easy Team Building Exercises for Improving Communication and Problem Solving Skills” at Huddle.com
    • 34. THE EVOLVING LIBRARY Effect of Common Core (K-12) • Increased expository reading • Emphasis on non-fiction reading • Independently use multiple resources • Library Organizational Issues • Cross-curriculum projects • Consistent Assessment
    • 35. K - 12 FLEXIBLE SCHEDULING
    • 36. THE EVOLVING LIBRARY Research Model? From “Action Research: A Protocol for Improving Student Learning” Johns Hopkins School of Education.
    • 37. What are the 3 mostimportant ideas you heard today?

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